Module 5: Parental Involvement

1. Module 5: Parental Involvement New Directors’ Orientation Tutorial

2. Table of Contents

3. Getting Started In This Section Tutorial Objectives How to Use the Tutorial Icons to Guide You Key Readings and Resources

4. Tutorial Objectives Module 5 will enable new state directors to • understand the purpose for establishing state and local migrant Parent Advisory Councils (PACs), • support local operating agencies (LOAs) in establishing PACs, • establish an effective State PAC, • foster increased involvement of migrant parents in their children’s education, and • develop an action plan for parental involvement.

5. How to Use the Tutorial For optimal benefit from the tutorial, you should • allow sufficient time to read the slides, reflect on the information, and complete all activities on the slides or on the Quick Resource and Reflection Sheets (QRRS) that can be downloaded as worksheets; • read each slide as well as the information referenced in the slides; • engage with the “What Do You Think?” slides to facilitate interaction with the information (Answers will be provided directly following each of these slides.);

6. How to Use the Tutorial For optimal benefit from the tutorial, you should (continued) • Pause to reflect on your state program at the “Check-in” slides (A QRRS document will typically accompany these.); • Complete the “Pop Quiz!” slides to reinforce key concepts; • Review your state’s Migrant Education Program (MEP) documents and reports as directed; • Develop an action plan using the worksheets provided; • Add actionable items to your MEP planning calendar (See QRRS 14.2.); and • Contact your MEP Officer for follow-up questions.

7. Icons to Guide You The following icons will guide you in making the best use of this tutorial: What Do You Think? Check-in Pop Quiz! Quick Reference and Reflection Sheet (QRRS) Action Planning Calendar Item

8. Key Readings and Resources You should have these documents readily available while completing the module, as the module will refer to these documents for more complete information on various topics. • MEP Guidance on the Education of Migratory Children under Title I, Part C of the Elementary and Secondary Education Act of 1965, Chapter VII • Your state’s migrant Parent Involvement Plan, often located in the Service Delivery Plan (SDP) • Your state’s Comprehensive Needs Assessment (CNA)

9. What is Required

10. What is Required Parent Advisory Councils • In the planning and operation of programs at both the state and LOA level, there is consultation with PACs for programs of one school year in duration. • The SEA must develop its comprehensive state plan in consultation with the state PAC. Sections 1304(c)(3) of Title I Part C of the ESEA, as amended 34 CFR § 200.83(b)

11. What is Required Parental Involvement (other than the PAC) • SEAs and LOAs are required to plan and operate the MEP in a manner that provides for the same parental involvement as is required in Section 1118 of the ESEA, unless extraordinary circumstances make such provision impractical; • The statute also requires parental involvement activities to be conducted in a format and language understandable to parents. Section 1118 of Title I Part A, and Section 1304(c)(3) of Title I Part C of the ESEA, as amended

12. Check-in Where is your state’s migrant parent involvement plan located? (SEAscould include a parent involvement plan in the SDP as a promising practice.) What do you know about your state’s plan to • Consult with parents in planning and operating the MEP, • Oversee and support effective PACs in LOAs, and • Involve migrant parents in their children’s education? • See QRRS 5.1 – Migrant Parental Involvement in Your State

13. Migrant Parent Advisory Councils In This Section The Role of Migrant Parent Advisory Councils Establishing the Parent Advisory Council Effective Parent Advisory Council Meetings State Migrant Education Support for Local Operating Agency Parent Advisory Councils

14. The Role of Migrant Parent Advisory Councils • Migrant parents play a pivotal role in planning the educational programs and projects in which their children participate. • The empowerment that results from migrant parents providing input on policies and procedures of migrant programs and services can lead to better educational outcomes for their children and overall improvements to the migrant family and community.

15. The Role of Migrant Parent Advisory Councils There are many benefits to involving parents in the planning process for migrant programs. • Parents can provide insights into the strengths and weakness of their children to inform program needs. • Including parents will build their capacity to assist their children’s learning at home. • Parents’ understanding of the MEP will improve. • Including parents will facilitate their communication with school staff concerning their children’s education. • Parents’ support and advocacy of the MEP will increase.

16. The Role of the State Migrant Parent Advisory Council The State PAC advises the SEA on concerns of migrant parents that relate to the planning, operation, and evaluation of MEP programs and projects. The SEA must consult with the PAC about: • The statewide comprehensive assessment of the needs of migratory children to be served, • The comprehensive State plan for service delivery, and • The process and results of the statewide program evaluation Programs of less than one school year in duration, e.g., summer-only programs, do not require the consultation of the PAC. However, they must consult with migrant parents in developing their comprehensive State plan for service delivery.

17. The Role of the Local Migrant Parent Advisory Council The local PAC advises the LOA on concerns of migrant parents that relate to the planning, operation, and evaluation of the local MEP project. The LOA must consult with the local PAC about: • The local comprehensive assessment of the needs of migratory children to be served, • The local comprehensive plan for service delivery (local program application), and • The process and results of the local program evaluation

18. The Role of the Local Migrant Parent Advisory Council Local projects that do not last a full school year, e.g., they only operate during the fall harvest season, do not require the consultation of the PAC, but should include the input of migrant parents in planning and operating their projects.

19. Establishing the Parent Advisory Council Those eligible to serve on PACs, include • Parents or guardians of eligible migrant children, and • Individuals who represent the interests of such parents, such as • SEA or LOA personnel, • District Title I or Title III staff, • Teachers and other school staff who work with migrant children, such as counselors or migrant parent liaisons, and • Recruiters.

20. Establishing the Parent Advisory Council While MEP funds may be used to reimburse PAC parents or guardians of eligible migrant children for lost wages incurred in attending a PAC meeting, the statute does not authorize LOAs to pay wages to a parent to attend a meeting or training session, or to reimburse a parent for salary lost due to attendance at general local parental involvement activities. Nor may MEP funds be used to reimburse PAC members who are not parents or guardians of eligible migrant children for lost wages.

21. Effective Parent Advisory Council Meetings • At the first PAC meeting, establish leadership roles, processes for determining who will serve in roles, time of service, and responsibilities. Some typical PAC leadership roles include: • PAC president or chair, • PAC vice-president or co-chair, • Treasurer, and • Secretary. • Some additional roles to consider, include: • Meeting Whip to incorporate activities that will build team cohesiveness and productivity and/or • TimeKeeper to help the president or chair keep the meeting moving forward in order to ensure agenda topics are addressed.

22. Effective Parent Advisory Council Meetings Establish meeting protocols and responsibilities. • Send out meeting agendas with stated meeting outcomes and applicable resources well enough in advance so that members come to meetings prepared to achieve intended outcomes. • Establish rules of conduct and procedures to help ensure that all members have a voice and to facilitate orderly and effective meetings. • Visit the Roberts Rules of Order website for one way to conduct meetings. http://www.robertsrules.org/

23. Effective Parent Advisory Council Meetings • Periodically changing the roles among team members (especially those who will serve on the team for an extended period of time or across numerous meetings) can set the stage for increased engagement, buy-in, and shared responsibility and leadership. • Understanding the expertise and perspective that members bring to the team is important for establishing effective workgroups.

24. Pop Quiz! Instructions: Review your understanding of the participation of migrant parents on PACs. Check whether the following statements are True or False.

25. Pop Quiz! - Response  Statements 1, and 4 are TRUE. • Statement 2 is FALSE. • Short-term projects that do not last a full school year (e.g., a remedial math tutoring program that is only offered during the first semester of school) do not require the consultation of the PAC but should include the input of migrant parents. • Statement 3 is FALSE. • Individuals that represent the interests of migrant parents may serve on the PAC in addition to migrant parents.

26. Pop Quiz! - Response  Statement 5 is FALSE. • While MEP funds may be used to reimburse PAC parents or guardians of eligible migrant children for lost wages incurred in attending a PAC meeting, the statute does not authorize LOAs to pay wages to a parent to attend a non-PACmeeting or training session or to reimburse a parent for salary lost due to attendance at general parental involvement activities.

27. State Migrant Education Program Support for Local Operating Agency Migrant Parent Advisory Councils • The SEA sets the expectation for the local projects to establish PACs. • The SEA has the option to include a section on parental involvement in the SDP; this section could include specific strategies for supporting LOAs in establishing PACs, such as • Providing information, training, and technical assistance to local projects in establishing PACs

28. State Migrant Education Program Support for Local Operating Agency Migrant Parent Advisory Councils Additional suggested inclusions in the SDP to support LOAs in developing PACs are: • Ways that local project applications will include information on the establishment, membership, and operation of the PAC; • Ways the MEP local monitoring and project evaluation processes will include a review of local PACs; and • Strategies for ensuring that local PACs will inform the state PAC and MEP program planning.

29. State Migrant Education Program Support for Local Operating Agency Migrant Parent Advisory Councils Strategies to help ensure that local PACs are effective and engaged with the priorities of the MEP goals and objectives include: • Defining the purpose of PACs, including mission statement or by-laws (if they exist); and • Disseminating this information to all LOAs. • Consider posting to the state MEP web site. • Disseminate in a format and language understandable to all parents.

30. State Migrant Parent Advisory Councils In This Section The Role of State Migrant Parent Advisory Council Establishing the State Migrant Parent Advisory Council

31. The Role of the State Migrant Parent Advisory Council The primary role of the State PAC is to provide consultative advice to the SEA on MEP activities. • Migrant parents and guardians can provide insight into the unique educational, health, and cultural needs that migrant children have. • State PAC members should be representative of the migrant community, serving as advocates for the educational needs of migrant children as well as for MEP activities and services.

32. The Role of the State Migrant Parent Advisory Council Migrant Community State MEP CNA State PAC Local PAC SDP LOA MEP activities & services MEP Eval

33. The Role of the State Migrant Parent Advisory Council The State PAC’s role in needs sensing: • A key role for the State PAC is to provide input on the CNA, since this information will define the direction of MEP services and activities, thus helping to ensure the educational needs of eligible migrant children are met. PAC members bring: • Understanding of the migrant culture, • Insights about the unique experiences and needs of migrant children, and • Understanding of the barriers to their children’s education.

34. The Role of the State Migrant Parent Advisory Council The State PAC’s role in needs sensing: • To maximize input on the CNA, include PAC members on the Needs Assessment Committee (NAC) in various roles to provide input and assist with: • Creating a migrant profile, • Identifying concerns and writing need indicators, • Developing a data collection plan, • Analyzing data, • Proposing MEP services and activities, • Reviewing the CNA report, and • Communicating the CNA findings and recommendations. For information on developing the CNA, see Module 6: Comprehensive Needs Assessment.

35. The Role of the State Migrant Parent Advisory Council Continuity with the The State PAC’s role in MEP planning: • As the SEA transitions from conducting the CNA to developing the SDP, PAC members should be included at various stages, as they will be able to contribute: • Needs sensing process, • Additional information about migrant children and youth in the state, • Unique feedback about proposed program initiatives, and • Ideas for delivery of services. For information on developing the SDP, see Module 7: Service Delivery Plan.

36. The Role of the State Migrant Parent Advisory Council The State PAC’s role in MEP evaluation • PAC members should be included in the MEP evaluation process. Some key roles include providing: • Input and review of data collection instruments for • Clarity, • Linguistic and/or cultural understanding, and • Types of instruments and venues for collecting data; and • Feedback on data findings and inferences. For information on developing an MEP evaluation plan, see Module 8: Program Evaluation

37. Establishing the State Migrant Parent Advisory Council The MEP should establish procedures for selecting State PAC members that may include: • Utilizing a process that fits best with the state’s migrant education needs, whether it be election, nomination, appointment, and/or volunteerism; • Ensuring that the State PAC is representative of the statewide migrant community; • Including LOA PAC representation; and • Establishing the time commitment required to serve on the PAC (e.g., some states set a three-year term for state migrant PAC members).

38. Establishing the State Migrant Parent Advisory Council The MEP should: • Identify the number of representatives and role groups to be represented, and, specifically, the number of migrant parents to serve on the PAC; • The size of the PAC will vary depending on the size of your state MEP and the migrant child population in each LOA; • Membership should reflect a cross-section of the migrant community across the state; and • Some states open PAC meetings to all migrant parents, but limit voting rights to PAC members. Note: Having PAC members take time to assign the right people to the right tasks (rather than just accepting volunteers) can improve the overall productivity of teams.

39. Establishing the State Migrant Parent Advisory Council To ensure effective operation of the State PAC, the MEP should: • Define responsibilities of PAC members, such as those who will: • Serve in an advisory capacity to the MEP, • Participate in meetings for state and local PACs, • Participate in CNA and SDP development teams, • Provide support to local PACs and migrant parents, and • Provide MEP support and advocacy; and

40. Establishing the State Migrant Parent Advisory Council To ensure effective operation of the State PAC, the MEP should: (continued) • Identify other activities that support the work of the state PAC, such as • State conference for state and local PACs, • Professional learning and training opportunities, • MEP planning involvement, and • MEP community involvement.

41. Check-in How effectively does your state PAC work? • See QRRS 5.2 – Developing an Effective State PAC

42. Non-PAC Parental Involvement In This Section Importance of Parental Involvement Parental Involvement as Described in Section 1118 of the ESEA Overcoming Barriers to Migrant Parental Involvement Coordinating Migrant Parental Involvement Efforts State MEP Support for Migrant Parental Involvement

43. Importance of Parental Involvement Parents play a significant role in the academic achievement of their children. Therefore, it is important for parents and schools to develop partnerships and build ongoing dialogues to improve student achievement.

44. Parental Involvement as Described in Section 1118 of the ESEA Parent involvement provisions in the ESEA reinforce: • Accountability of both schools and parents for student achievement; • Local development of parental involvement plans with sufficient flexibility to address local needs; and • Building parents’ capacity for using effective practices to improve their own children’s academic achievement.

45. Parental Involvement as Described in Section 1118 of the ESEA LEA and school requirements for parental involvement include: • Developing a written parental involvement policy at the LEA and school level; • Involving parents in an organized, ongoing, and timely way in the planning, review, and improvement of programs and the school parental involvement policy; • Providing information to parents about programs, curriculum, and academic assessment;

46. Parental Involvement as Described in Section 1118 of the ESEA • Developing a school-parent compact in order to share the responsibility for high student academic achievement; • Building the capacity of parents and school staff for strong parental involvement; and • Ensuring access to parental involvement activities. Section 1118 of the ESEA For detailed strategies for enacting these requirements, see Parental Involvement: Title I, Part A Non-regulatory Guidance, 2004

47. What Do You Think? Can you think of five unique barriers to the involvement of migrant parents in their children’s education? 1. 2. 3. 4. 5.

48. What Do You Think? – Reflection Did your list include some of the following common barriers? • Limited English proficiency • Lack of transportation • Demanding work schedules (especially during peak harvesting seasons) • Lack of familiarity with school policies and procedures (especially for course requirements for graduation) • Lack of confidence engaging with teachers or administrators

49. Overcoming Barriers to Migrant Parental Involvement Provide clear and ongoing communication and advocacy for improving the education of migrant children. Consider • Identifying communication needs and develop strategies for reaching target audiences with relevant message/information, and • Using multiple modes and locations for communicating, such as via: • Website, • Email distribution lists, • Social media (e.g., Facebook and Twitter) • Employer sites, • Grocery stores, and • Student and parent school packets.

50. Overcoming Barriers to Migrant Parental Involvement Ensure access and transportation to meetings. Consider • Providing access to information about public transportation, • Using school buses to transport parents to school for Parent Teacher Organization (PTO) meetings, • Holding events at locations other than the school (e.g., local libraries, employer locations), and • Using funds to cover costs that are reasonable and necessary to support the attendance of migrant parents at workshops and conferences that enable them to participate more effectively in the local program or to conduct home-based educational activities.